LInC Proposal Rubric

Project Name:

Project Authors:


Not Present
Learner Outcomes  
Connected to local curriculum, contains items focused on subject areas being taught
Identifies what students should know and be able to do after completing the investigation
Easily and reliably measured
Multiple and varied; performance-based; authentic; tied to learner outcomes
Students are provided ongoing feedback through ongoing and seamless assessments and individual conferences. (Assessment FOR Learning)
Students have the opportunity to reflect on their own progress.
Rubrics define a clear target and students have easy access to them.
No predetermined or obvious course of action to produce a solution
Assessment standards and tools are discussed, created, and agreed upon. They are used by both teacher and students to judge and report on the quality of their products and performance.
Authentic Task  
Matches the learner outcomes
Meaningful, requires higher-level thinking skills
Issue relevant to student
Has opportunity for multiple solutions
No predetermined or obvious course of action to produce a solution
Grade-level appropriate
Offers an authentic problem or issue that piques student curiosity in the project (invitation to learn)
Motivates students to come up with questions, concerns, issues, hypotheses, or problem-solving suggestion; Creates a need for them to pursue the project investigation
Offers an inviting, open-ended challenge
Student Direction  
Provides opportunities for students to determine the topic, aspect of topic, problem, or issue about topic to be investigated
Provides opportunities for students to create a product to reflect their learning; the student decides upon an appropriate product that effectively matches his goal.
Provides opportunities for students to ask and answer their own questions related to the problem and issue
Provides opportunities for individual students or groups of students with similar interests to make their own choices for how to proceed and engage at their own pace
Best Use of Technology  
Students use the Internet for project research to find new or frequently changing information or for information that is not easily accessible via print resources.
Students use technology to communicate with students in other places. Collaborators have different skills, knowledge, experience, perspective, data or geography than exists locally. Collaborators may be sharing, analyzing, and synthesizing results or working on a joint product.
Students use technology to communicate with experts. It would not be feasible to communicate and collaborate with these experts without the use of technology.
Students use technology to publish original work to a wider audience.